Ji-young Shin

Ji-young brings a wealth of experience from her roles as a former high school teacher, textbook writer, and national language test developer. Her primary interests lie in language and educational testing/ assessment/ measurement, (technology-mediated) pedagogy, and corpus linguistics. Methodologically, Ji-young’s research benefits from a mixed methods approach, leaning towards quantitative methods based on corpus-informed, computational, and latent-trait modeling, and complemented by qualitative discourse analysis.

Current Courses

Summer 2024:

• EDS388 (Experiential Learning Opportunity within the Community)

Fall/Winter 2024-25:

• EDS285 (The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence)
• EDS300 (Learning Design)
• EDS388 (Experiential Learning Opportunity within the Community)
• LTL488 (Principles and Strategies for Online Second Language Course Design)

Education

• PhD, English / Second Language Studies & ESL, Purdue University, USA
• MS, Educational Psychology & Research Methodology, Purdue University, USA 
• MA, Teaching English to Speakers of Other Languages (TESOL), Hankuk University of Foreign Studies, South Korea
• BA, English Education (Japanese minor), Hankuk University of Foreign Studies, South Korea

Areas of Teaching and Research Interests

• Language testing / assessment & educational measurement   
• Corpus linguistics  
• Technology-mediated language teaching / educational technology  
• Research methodology  
• Second language acquisition & pedagogy  
• English for academic purposes 

Selected Publications

Articles

• Shin, J. (2022). Investigating and optimizing score dependability of a local ITA speaking test across language groups: A generalizability theory approach. Language Testing, 39(2): 313–337. 
• Shin, J., Rodríguez-Fuentes, A. R., Swatek, A., & Ginther, A. (2022). Test review for Aptis. Language Testing, 39(1): 172–187. 
• Shin, J., Velázquez, A. J., Swatek, A., Staples, S., & Partridge, R. S. (2018). Examining the effectiveness of corpus-informed instruction of reporting verbs in L2 first-year college writing. L2 Journal, 10(3): 31–46.   
• Kellogg, D. & Shin, J. (2018). Vygotsky, Hasan, and Halliday: Towards Conceptual Complementarity. British Journal of Educational Studies, 66(3): 287–306.  

Book & Book Chapter

• Shin, J. (2021). The use of stance in L2 first-year college writing: Its relation to genre, revision, and writer characteristics. In M. Charles & A. Frankenberg-Garcia (Eds.), Corpora in ESP/EAP writing instruction: Preparation, Exploitation, Analysis (the Routledge Research Series: Advances in Corpus Linguistics) (pp. 123–146). Routledge. 
• Yoon, M., Lim, H., Jang, S., & Shin, J. (2013). High School English I & II. Doosan Donga.

Selected Grants, Fellowships and Awards

• Learning and Education Advancement Fund Plus, 2022, Exploring affordances of generative AI tools for pre-service (language) teacher education: From lesson development to assessment
• British Council Assessment Research Award, 2019–2022, Co-investigator, Developing and validating Elicited Imitation for Classroom Communication (EICC): A curriculum-embedded, discourse-based, technology-mediated assessment for learning